Exercer a autonomia: um desafio para a gestão da escola pública.

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The school administration is a theme of great interes, not only for directors, but for
educators in general, mainly if we understand the educator's in a way paper more
enlarged, no restricted just to the limited dimensions of the classroom. Same knowing
that the school is deeply affected for the politics education, social and economical of the
country and that these, also interfere in doing of the teacher inside of classroom, we
cannot disrespect that are the subjects inside school that do what the school is. In that
sense, it is fundamental that the identity of the Political-pedagogic Project of the school
is discussed because, when discussing it, it is discussing the identity of the school and of
the subjects that compose it. Once intended to know the phenomenon in his essence, I
opted to accomplish a case study analyzing in a fenomenologic perspective with base in
the complex thought, dialoguing with the uncertainty and with the contradiction. For
such, I chose some authors in order to build a theoretical referencial that could give
base to my observations and analyse. Those authors are: Sanders, Magda Soares,
Edgar Morin and Adelino Costa. To analyze the administration of the school in the
search of understanding as the subjects exercises the autonomy in the elaboration and
execution of the Political-pedagogic Project, to what extent the subjects of the school
are aware of that document, in that measured it is preponderant factor in the quality of
the school and the paper of the direction in that process, taking into account, in that
analysis, the multidimensionalidade of the phenomenon, that produces subjects
autonomous, however dependent, is the subject-key of this work